Note: lesson plans for observed lesson must be printed and handed to the observer at the beginning of the lesson.

/ LJMU Lesson Plan pro forma

Lesson Details

Trainee / Class / Size / Date
Lesson / of / Subject / Unit

Learning Intentions

Planning for learning, teaching and assessment, prior to the lesson, linking to prior learning: aims, objectives and outcomes…

Lesson focus: aims, concepts and keywords
Including links to the relevant programme of study, scheme of work, etc. / Targets: from previous lesson evaluation
Refer to mentor feedback / lesson evaluations relating to learning and progress.
Learning Outcome
What the learners will demonstrate during the lesson related to the lesson focus. / Success Criteria
What criteria will determine the extent to which the learning outcome has been met by learners? / Assessment for learning
What strategies/activities will be used measure the impact on learning against the learning outcome?
Inclusion
Personalisation and differentiation strategies for identified individuals (HA, SEND, EAL, PP[1], etc.) / Classroom management
Including groupings, transition activities, behaviour management, etc. / Extension/enrichment
Identify activities to stretch and challenge all learners (including homework / out of lesson learning) /
Number of XX learners: / HA / SEND
EAL / PP
/ In lesson
Outside of lesson (homework)
Resources:
Teaching and learning materials, equipment, etc. / Cross-curricular opportunities:
Literacy; Numeracy; SMSC; STEM; etc. /
Risk Assessment (specific to the learning activities and subject – i.e. not relating to the general risk assessments for the room, etc.) /
Hazards / Risks / Controls /


Lesson Schedule

Including start/end routines, starter, plenary, episodes, transitions, teaching inputs learning activities and assessment points…

Time
(real-time) / Teacher Activity:
Input and interventions to lead learning / Learner Activity:
Activities to develop and consolidate learning /

Insert additional rows as required…


Lesson Evaluation

Observations (personal, mentor and pupil voice) on the impact of teaching and learning, following the lesson…

Consider the follow questions when evaluating the learning in this lesson, and annotate each lesson plan with evaluative notes (electronically or paper-based and stored in your Placement Experience File):

Learning activity:

·  How effectively was/were the learning outcome/s met?

·  How effectively were the previous lesson’s targets met?

·  What are the indications that learners are making progress?

·  What factors influenced learning in this lesson? - e.g. attainment, achievement, attitude, behaviour, etc.

·  What evidence supports your evaluation of learning? Include mentor feedback and links to theory, etc.

Actions/areas for development:

·  From your evaluation of learning in this lesson, what are the implications (targets) for the next lesson?

·  What interventions are needed for learners (including specific individuals) to make progress?

·  What information, support and/or resources are needed to ensure that learners make progress in future lessons?

·  What learning, teaching and assessment strategies will you use?

Other opportunities, actions or areas for development:
Where appropriate, identify other areas for development, such as further reading, observations of good practice, coaching and mentoring, etc. Include aspects of your discussions with your mentor following the lesson and/or in weekly meetings.

Note: make a note of key strengths and areas for development in your weekly meeting records

Revised August 2017 Page 1 of 3

[1] Key: High Attaining (HA), Special Educational Needs and/or Disability (SEND), English as an Additional Language (EAL), Pupil Premium (PP).